Estudando o obstáculo didático sob a ótica da teoria antropológica do didático

Abstract

Statistics on education reveal difficulties in learning Mathematics. Thus, although such difficulties are present throughout Elementary School, it is important to note that expressively higher failure rates are observed among beginners of the second segment relative to concluding students of the first segment. This trend suggests that gaps are established as students are promoted from the first to the second segment. With this focus, we aim to identify elements that make-up the institutional epistemologies used in the teaching of Mathematics to students of the first and second segments of elementary education in relation to the teaching of fraction. In-order to achieve this goal, a qualitative literature review was undertaken. The results show that the current structure of Fundamental Education in Brazilian is the result of international agreements and pressures to expand compulsory schooling. These facts led the country to unite the old primary education with the junior high school, which was the first phase of high school with the elimination of the ―admission exam‖, and thus, forming the current nine (9) year Elementary Educational structure. This new structure is supposedly continuous, but is actually seen as ―two distinct and juxtaposed blocks‖ because they acquire characteristics that distinguish them and allow them to be seen as two institutions in terms: (1) the organizational structure, (2) the manner in which the content of each disciplinary is taught and (3) the minimum requirements of professionals qualified to teaching in each of these blocks that are also known as segments. Based on the research, each segment adopts a different approach to teach fractions. Such differential in Institutional Epistemology is seen as a didactic obstacle in the learning of fraction among students that initiate the second segment of elementary school. Hence, it is referred to as an Institutional Didactic Obstacle.